Conceptual review identifies core mathematics practices in students with special educational needs, suggesting a structured typology to guide inclusive classroom instruction.
Key Points
The study aimed to address the lack of shared conceptualizations in inclusive mathematics education by developing a structured typology of dominant instructional practices across various special educational needs contexts.
Implemented a conceptual research design analyzing existing peer-reviewed literature on inclusive mathematics education.
Synthesized instructional frameworks applied within upper primary and lower post-primary educational settings.
Identified three principal approaches to special educational needs (General, Specific, and Unidentified) and two distinct perspectives on inclusion (Broad and Narrow).
Categorized inclusive mathematics instruction into four dominant types: Teaching for Understanding, Constructivist Teaching, Differentiated Instruction, and Teaching for Procedural Fluency.